Use a framework to evaluate a tool: Is it mathematically sound? Does it offer opportunities for student engagement with little distraction? Will it afford students the chance to develop their own ideas?
Dongjo Shin, Ryan C. Smith and Somin Kim
Karen F. Hollebrands, AnnaMarie Conner and Ryan C. Smith
Prior research on students' uses of technology in the context of Euclidean geometry has suggested it can be used to support students' development of formal justifications and proofs. This study examined the ways in which students used a dynamic geometry tool, NonEuclid, as they constructed arguments about geometric objects and relationships in hyperbolic geometry. Eight students enrolled in a college geometry course participated in a task-based interview that was focused on examining properties of quadrilaterals in the Poincaré disk model. Toulmin's argumentation model was used to analyze the nature of the arguments students provided when they had access to technology while solving the problems. Three themes related to the structure of students' arguments were identified. These involved the explicitness of warrants provided, uses of technology, and types of tasks.
Patty Anne Wagner, Ryan C. Smith, AnnaMarie Conner, Laura M. Singletary and Richard T. Francisco
As creating and critiquing arguments becomes more of a focus in mathematics classes, teachers need to develop their abilities to facilitate collective arguments. Many mathematics education researchers find Toulmin's (1958/2003) model of argumentation to be useful in analyzing arguments, raising the question of whether mathematics teachers would find it useful as well. We introduced the model to prospective secondary mathematics teachers and asked them to analyze arguments using it. We found that the prospective teachers developed an appropriate understanding of what collective argumentation looks like in the classroom, and the model provided them a lens for analyzing teaching practice. This suggests the use of Toulmin's model is a promising step in helping prospective teachers develop their conceptions of collective argumentation.